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Contents :: Lesson Plans

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Introduction

Context

Standards

Traditional Assessment

Alternative Assessment

Instructional Framework

Grading Plan

Other


Introduction: (Top)

:: Introduction to Unit (for students)

Context: (Top)

:: School Profile

:: Unit Bibliography

:: General Outline

Standards: (Top)

Math

:: Math TEKS (Clean Copy)

:: Math TEKS (Highlighted)

:: Other Math Standards

:: Math TAKS Booklet

Language Arts:

:: Language Arts TEKS (Clean Copy)

:: Language Arts TEKS (Highlighted)

:: Other Language Arts Standards

:: Reading TAKS Booklet

TAKS Test

:: 3rd Grade TAKS Test (Clean Copy)

:: 3rd Grade TAKS Test (taken – handed in on paper)

:: TAKS Answer Key and Objectives

:: TAKS Itemized Analysis

:: TAKS Selected Objectives (the ones that related to my unit, not the “troublesome” ones)

Traditional Assessment (Top)

:: Kindergarten Math Unit 1 Test

Alternative Assessment (Top)

:: Grocery Store Performance Assessment (note: rubric is contained in assessment)

:: Observation Checklist

:: Center Chart

Instructional Framework: (Top)

:: Lesson Plans

:: School Calendar with Math Unit Placement

Grading Plan: (Top)

:: Grading Policy

:: Grade Book

Other: (Top)

:: Learning Targets

::Taxononomy Table of Learning Targets

:: Database (definitely a work in progress)

Jump to Lesson: 1  2  3  4  5  6  7  8  9  10  11  12  13  14  15

Wk. Lesson
1

Lesson 1: Introduction to Centers

Learning Targets: 6 (Centers)

Lesson Objectives: Students will...

1. Be introduced to the center system

2. Go through a rotation of centers as a class

3. Complete one center on their own, based on the assignment in their folder

4. Offer suggestions for and begin to memorize the center rules (in group discussion time afterwards)

Instructional Notes:

Selected Assessments: Checklist, Center Chart. Note: The students' summative assessment for use of centers will consist of the completed center chart as well as their rotation through centers during performance assessment time and their recording it on their chart with little or no assistance from me.

Lesson 2: Top, Middle, Bottom (Teacher's Edition Lesson 1)

Learning Targets: 2 (Vocab), 4 (Connections)

Lesson Objectives: Students will...

1. Know the meaning of the words top, middle, and bottom

2. Realize their importance in everyday life

3. Be introduced to the "Top, Middle, Bottom" Math Center Activity. Complete their center assignment (one center), discuss problems, rules, and procedures.

Instructional Notes:

1. "I've Lost my Hat!" Activity (Pre-Assessment) - Place a hat somewhere in the classroom, have them describe to me where it is. Repeat.
2. Discussion: special words, useful, when would they use in everyday life
3. Teach 2 and 3. Do Student Pages A3-A4
4. If time: Group Drawing (Modified)

Selected Assessments: Student pages A3-A4, Checklist, Center chart

Lesson 3: In Front, Behind (TE 2)

Learning Targets: 2 (Vocab), 4 (Connections), 6 (Centers)

Lesson Objectives: Students will...

1. Know the meaning of the words in front and behind

2. Realize their importance in everyday life

3. Complete their center assignment (two centers), discuss problems, rules, and procedures

Instructional Notes: Follow Lesson 1 and 2 (NOT 3). Practice Sheet P1-2

Selected Assessments: (Practice sheet), Checklist, Center chart

Lesson 4: Over, Under, On, Above, Below (TE 3)

Learning Targets: 2 (Vocab), 4 (Connections), 6 (Centers)

Lesson Objectives:

1. Know the meaning of the words in over, under, on, above, and below

2. Realize their importance in everyday life

3. Complete their center assignment (three centers), discuss problems, rules, and procedures

Instructional Notes: Follow lesson 1 and 2 (use white board, magnets). Practice Sheet P1-3. Do student pages together.

Selected Assessments: (Practice sheet), Checklist, Center chart. Note: Check checklist, do Part A traditional summative assessment for Early Birds (those who are ready) (Note: Part A of the Traditional Summative Exam includes the following questions:3,5,9,13-17,19, 30-32.)

Lesson 5: Inside, Outside (TE 4)

Learning Targets: 1 (Stories), 2 (Vocab), 4 (Connections), 6 (Centers)

Lesson Objectives: Students will...

1. Listen and respond to the story being read to them by answering questions.

2. Students will explore the relationship of text to illustrations through class discussion.

3. Know the meaning of the words inside and outside

4. Realize their importance in everyday life

5. Complete their center assignment (three centers).

6. Complete Part A of Summative Exam

Instructional Notes: 1. Read Outside, Inside by Carolyn Crimi. Discuss according to TE. Discucss relationship of text to illustrations (they match, help us understand each other).

2. Teach 2 (Basketball game) and extension - basket activity.

3. Introduce Inside, Outside Center activity.

4. Student page A7-A8.

5. Summative Exam with small groups as others are in centers (four groups will be in one of the three centers or taking the test)

Selected Assessments: Checklist, Student Pages A7-A8, Part A of Summative Exam, Center chart

2

Lesson 6: Left, Right (TE 5)

Learning Targets: 2 (Vocab), 4 (Connections), 6 (Centers)

Lesson Objectives: Students will...

1. Know the meaning of the words left and right

2. Realize their importance in everyday life

3. Complete their center assignment (three centers), discuss problems, rules, and procedures

Instructional Notes: 1. Review last week's information - Where's my Hat? involving all vocab from last week.

2. Teach 1, 2, and 3

3. Block building with left and right instructions (combined with last week's vocab).

3. Student Page A9

4. Centers

Selected Assessments:  Checklist, Student Page A9, Center chart

Lesson 7: Same, Different (TE 6)

Learning Targets: 1 (Stories), 3 (Sorting), 6 (Centers)

Lesson Objectives: Students will...

1. Listen to a story, discuss relationship of illustrations to text.

2. Identify same and different by the attributes of color, shape, size, and type

3. Complete their center assignment

Instructional Notes: 1. Introduce: Becca Backward, Becca Forward by Bruce McMillan. Discuss illustrations and text (review - they should know). Ask them what words they would put with the text. Emphasize that illustrations and text are the same - they match. Have them find other things in the book that are the same and different.

2. Teach 1, 2, 3 (Memory)

3. Student Page A11

4. Centers (introduce memory game center activity)

Selected Assessments: Checklist, Student page A11, Center chart

Lesson 8: Sorting by Color (TE 7)

Learning Targets: 1 (Stories) 2 (Vocab), 3 (Sorting), 6 (Centers)

Lesson Objectives: Students will...

1. Relate illustrations to text and supply illustrations for a given text.

2. Know the names of the basic colors: red, blue, green, yellow, purple, black, white, orange (any others?).

3. Sort objects by color

4. Complete their center assignment

Instructional Notes: 1. Read The Color Box by Dayle A Dodds. Go through color names, relating illustrations to text. Have children name all the things from the story that are shown in each color.

2. Have children draw a picture for the text from the book I read. Compare to book. Same, different? Should be the same. (Formative for interpretive exercises of summative exam)

3. Teach 1. Find things of a certain color in the room. Teach 2. Do "Think and Discuss"

4. Centers - introduce sorting by color center activity, do together (stickers or crayons to record).

Selected Assessments: Checklist, Center chart, Book Illustrations (Post), pages from #4 above

Lesson 9: Sorting by Size (TE 8)

Learning Targets: 2 (Vocab), 3 (Sorting), 6 (Centers)

Lesson Objectives: Students will...

1. Know the meaning of the words big, bigger, biggest, little, small, smaller, smallest.

2. Sort objects (mostly pictures) by size

3. Complete their center assignment

Instructional Notes: 1. Teach 1,2,3 (change to family chart, use bar graph)

2. Centers - introduce sorting by size center activity

Selected Assessments: Checklist, Center chart,  "Big Book of BigThings," "Little Book of Little Things", (bar graph - as a group, but they each place their picture according to my instructions, name on it, sticker for them.)

Lesson 10: Sorting by Shape (TE 9)

Learning Targets: 2 (Vocab), 3 (Sorting), 6 (Centers)

Lesson Objectives: Students will...

1. Know (hopefully review, learn if necessary) the names of the basic shapes: triangle, square, circle

2. Sort objects by shape

3. Complete their center assignment

4. Complete Part B of Traditional Summative Assessment

Instructional Notes: 1. Teach 1, 2. Do what will be center activity - sorting with attribute blocks for practice, then shape stickers (stick them on the page.)

2. Do "Think and Discuss"

3. Centers and Part B of Traditional Summative Assessment (See Lesson 5 for details)

Selected Assessments: Checklist, Center Chart, Sorting Page, Part B of Traditional Summative Assessment (Note: contains all questions not used in Part A (see note in Lesson 4)

3

Lesson 11: Sorting the same Set in Different Ways (TE 10)

Learning Targets: 1 (Stories), 4 (Connections), 3 (Sorting), 6 (Centers)

Lesson Objectives: Students will...

1. Listen to the story being read and correctly answer oral questions.

2. Identify things that can be sorted in the classroom and at home

3. Sort the same group of objects in different ways

4. Complete their center assignment

Instructional Notes: 1. Read "The Sorting Game" from Math stories, Volume 1 (part of Math program). Discuss things at home and in the classroom that can be sorted. Have children role play, sorting items.

2. Teach 2, 3

3. Do "Think and Discuss," #1

Selected Assessments: Checklist, Center chart, animal pages (from #3 above)

Lesson 12: Sorting by Two Attributes (TE 11)

Learning Targets: 3 (Sorting), 6 (Centers)

Lesson Objectives: Students will...

1. Sort groups of objects by two attributes

2. Complete their center assignment

Instructional Notes:  1. Do Basket sort with everyday objects (rolled up clean socks, blocks, etc.)

2. Teach 2

3. Teach Math and Science Connections

4. Sticker chart, like the one that will be used in the center.

5. Centers

Selected Assessments: Checklist, Center chart, sticker chart

Lesson 13: Finding the Sorting Rule (TE 12)

Learning Targets: 3 (Sorting), 6 (Centers)

Lesson Objectives: Students will...

1. Determine the sorting rule for sorted groups of objects

2. Complete their center assignment

Instructional Notes:

Selected Assessments: Checklist, Center chart

Lesson 14: Problem-Solving Strategy: Use Logical Reasoning (Which doesn't belong?) (TE 13)

Learning Targets: 5 (Problem Solving), 6 (Centers)

Lesson Objectives: Students will...

1. Use logical reasoning to identify what doesn't belong in a group

2. Complete their center assignment

3. (Some of them, if ready, will) Complete Performance Assessment

Instructional Notes:

Selected Assessments: Checklist, Center chart, Early Bird Performance Assessment during Centers

Lesson 15: Re-teach by checklist, Summative Performance Assessment and Summative Center Assessment

Learning Targets: 2 (Vocab), 3 (Sorting), 5 (Problem Solving), 6 (Centers)

Lesson Objectives: Students will...

1. Review unit information in class discussion

2. Complete Center assignment

3. Complete performance assessment

Instructional Notes:

Selected Assessments: Checklist, Center chart, Performance assessment


©2005 Susanna Vinson. Last modified 11/29/05. To contact Miss Vinson, please email her at svinson@udallas.edu